Paul V. Sherlock Center on Disabilities

Text only site
We are proud to say that all of our pages are ADA/Bobby & W3C Approved..

ACE @ RI College - A College Experience for Students with Intellectual Disabilities

Mission

The purpose of ACE is to give young adults with intellectual disabilities an inclusive college experience that offers:

integrated academic life, student life, and recreational opportunities;
career exploration through internships; and
development of a plan for future life activities.

Related Resources
http://www.thinkcollege.net/

Eligibility

18 years of age by September 1
Has a documented intellectual disability.
Has completed four years of high school.
Has a desire to engage in self-directed career development, inclusive academic learning, and involvement in college life.
Has a desire for greater independence.

Application Process

Application forms for Fall 2013 will be available in January 2013.
Click HERE to join email list for ACE registration announcements.

ACE Calendar

Late June	College Orientation
Mid August	Person-Centered Planning
Late August	Course Registration
	Meeting with Course Professor
Late August/September	Classes Begin
Mid September	Internship Begins
Mid December	Semester Ends
January	Community Activities
	Course Registration
	Meeting with Course Professor
Late January	Classes Begin
February	Internship Begins
Early May	Classes End
Mid May	Semester Ends

ACE Outcomes

Outcomes How will the outcome be achieved?

Student identifies interests and selects experiences that expand and broaden those interests. Student develops a life plan.

Student has a Person-Centered Plan

Plan identifies academic, recreational, and career interests and goals

Student meets monthly with an advisor to discuss plan

Student participates in 12-18 credits of academic courses over two years. Student gains knowledge in both general areas of knowledge and student's specific interests.

Student chooses RIC courses that address both general knowledge and the student's interests

Student is supported by a teacher (one teacher per four students)

Once courses are selected, the student, the supporting teacher, and the professor meet to make decisions about accommodations, grading, and assignments

Student takes one course the first semester and one or two courses each subsequent semester

Student participates fully in student life at Rhode Island College. Student gains social and recreational skills.

Student is registered as a RIC student

Student has a peer student mentor for 8-10 hours per week

Student participates in RIC student activities: clubs, recreational activities, arts, and other events

Student gains community skills

Student spends time in the community developing skills in areas identified through the person-centered plan

Supports are provided by either the teacher or the peer mentor

Student explores career opportunities through on-campus and off-campus internships. Student chooses a career and pursues related employment opportunities.

Student participates in four internships - one per semester. Each internship lasts 6-8 hours per week for twelve weeks

Internships are selected based on the person-centered plan

Employment Specialists provide job development and job coaching support (one employment specialist per four students)

Student is guided in selecting a career path and applying to the Office of Rehabilitation Services and the Division of Developmental Disabilities for ongoing supports.

Frequently Asked Questions

How long are students involved in ACE?
ACE is a two-year course of study.

What schedule does ACE follow?
ACE follows the Rhode Island College (RIC) academic calendar. Each semester's schedule may be different. Each student's class and internship schedules determine the specific hours each semester.

Who funds the ACE program?
The costs related to ACE may be funded by a student's local school district for students who still receive transition services after age 18 (through the IEP process). Funding may also be paid directly by an individual or family. The cost of ACE at RIC will include:

Regular per credit undergraduate RIC tuition and fees

The cost of Intensive supports provided by the Sherlock Center:

One full time special education teacher per four students for academic support

One full time employment specialist per every four students for job development and job coaching

Eight to ten hours of peer mentor time for social inclusion (RIC upperclassmen)

How do students get to campus?
Students must arrange for their own transportation to and from RIC. Students may access public transportation, or the local school district may arrange for transportation.

What if a student has medical needs?
Arrangements for personal care attendants, medical treatments, nursing care and/or medical equipment are the responsibility of the student. ACE staff does not administer medications or medical treatments.

Contact Information

Claire Rosenbaum
Sherlock Center / RI College
401-456-4732 Direct Line
401-456-8072 Main Line
crosenbaum@ric.edu

Home
Quick Links  | Resource Library | | Adapted Literature/Lessons | Publications |

Training & Events   | Workshops & Courses | Inclusion Institutes | Conferences | Traineeship/Fellowship Opportunities | Employer Honor Roll | Cancellation Policy
Resources
For Individuals & Families Family to Family of RI Directory | RI Employment Service Agencies | Self-Directed Supports for Adults with DD
For Educators UDL Curriculum Units | Web Resources By Topic
For Providers RI Outcome Surveys
About Us | AAA Mini Grants | Disability Links |

Projects & Services   | Community Supports Navigator Program | Early Childhood | Early Intervention | Educational Advocates Program | Employment Supports | EnVision Work | RI Services to Children and Youth with Dual Sensory Impairments | RI Vision Education & Services Program | Rhode Island State Personnel Development Grant | School Wide PBIS | Sherlock Sentinels | Supported Parenting | Teacher Recruitment | Universal Design for Learning (UDL)
Partners   | AUCD | RI Developmental Disabilities Network | UCEDD
Contact Us | Staff Directory | Directions | Rhode Island College | ©2013 Sherlock Center on Disabilities

Outcomes	How will the outcome be achieved?
Student identifies interests and selects experiences that expand and broaden those interests. Student develops a life plan.	Student has a Person-Centered Plan Plan identifies academic, recreational, and career interests and goals Student meets monthly with an advisor to discuss plan
Student participates in 12-18 credits of academic courses over two years. Student gains knowledge in both general areas of knowledge and student's specific interests.	Student chooses RIC courses that address both general knowledge and the student's interests Student is supported by a teacher (one teacher per four students) Once courses are selected, the student, the supporting teacher, and the professor meet to make decisions about accommodations, grading, and assignments Student takes one course the first semester and one or two courses each subsequent semester
Student participates fully in student life at Rhode Island College. Student gains social and recreational skills.	Student is registered as a RIC student Student has a peer student mentor for 8-10 hours per week Student participates in RIC student activities: clubs, recreational activities, arts, and other events
Student gains community skills	Student spends time in the community developing skills in areas identified through the person-centered plan Supports are provided by either the teacher or the peer mentor
Student explores career opportunities through on-campus and off-campus internships. Student chooses a career and pursues related employment opportunities.	Student participates in four internships - one per semester. Each internship lasts 6-8 hours per week for twelve weeks Internships are selected based on the person-centered plan Employment Specialists provide job development and job coaching support (one employment specialist per four students) Student is guided in selecting a career path and applying to the Office of Rehabilitation Services and the Division of Developmental Disabilities for ongoing supports.